A Critical Approach to Reading Comprehension in English : Teaching Intervention with group of Teenagers at a Non-formal Education Institution.

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dc.contributor.advisorAreiza Restrepo, Hugo Nelsonspa
dc.contributor.authorCaipe Guerrero, Lina María
dc.date.accessioned2016-09-02T15:41:04Z
dc.date.available2016-09-02T15:41:04Z
dc.date.issued2016-09-02
dc.description.abstractThe following paper is an action research made with a group of 6 teenagers aged 11-13 from the city of Cali. The project was carried out at a non-formal education institution and basically describes the process of a teaching intervention in which the concepts of Critical Pedagogy and Task-Based Learning were the protagonists. The results show first, that students really need to feel motivated in order to accept a critical approach; second, that the role of the teacher in the achievement of the objectives is extremely relevant; it is necessary for them to have a critical perspective before working on this field besides the constant seeking of information in order to innovate in their classes; third, that the TBL (Task Based Learning) and the critical pedagogy are processes that need some time in order to bear fruits; and fourth, that a needs analysis is essential for the quality of the intervention.spa
dc.identifier.urihttps://hdl.handle.net/10893/9676
dc.language.isoengspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.subjectPedagogía críticaspa
dc.subjectComprensión de lecturaspa
dc.subjectAprendizaje basado en tareasspa
dc.subjectInglésspa
dc.subjectEducación no formalspa
dc.titleA Critical Approach to Reading Comprehension in English : Teaching Intervention with group of Teenagers at a Non-formal Education Institution.spa
dc.typeTrabajo de grado - Pregradospa
dspace.entity.typePublication
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